What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning
Date
2009-09-22
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
By exploring selected Western epistemologies and Lutheran theology, this thesis argues for an approach to Lutheran Confirmation centered on the meaning-making process. Specifically, it is argued that meaning coemerges as an amalgam of inherited content, life experience and community interaction. For Confirmation to be a resource and catalyst for lifelong learning, curricula and teachers must account for the complexity and contributions of learner-formed meaning.
Confirmation is analyzed as a rite and a process of ordered learning: constructivist theory guides a concise study of the epistemological roots of Piaget, Dewey, Polanyi and Whitehead. Luther’s intent, contemporary theology and the assumptions of constructivism are consistent with coemergence. “Essential, fallible and gracious knowing” are offered as epistemological-theological pillars to guide the intent of confirmation.
Description
Keywords
Social constructivism, Catechism, Affirmation of Baptism
Citation
Degree
Master of Education (M.Ed.)
Department
Educational Foundations
Program
Educational Foundations